Jitu Weusi is an activist and educator in Brooklyn who has worked to advance education and cultural awareness in the African American community. As a young teacher in the 1960s, he advocated for community control of public schools and fought against discriminatory policies. He co-founded The East, an independent cultural and educational center that established one of the first Black independent schools with a Pan-African philosophy. Through his various roles, Weusi has had a profound impact on the community and cultural life of Brooklyn.
1) In 1844, Reverend John Shipherd founded Olivet College in Eaton County, Michigan with the progressive mission of being open to all students regardless of gender, race or financial status.
2) A student named Ture Farwell spent over a year organizing the Olivet College archives and uncovered information on the first African American and female graduates.
3) Olivet College graduated its first class in 1863 which was composed entirely of three women. The archives research continues to uncover more about early female and minority students and athletes at the pioneering college.
The document discusses Northeastern Illinois University's new First-Year Experience program for incoming freshmen. The program offers over thirty classes to help students adjust to university culture and develop academic skills, including an anthropology course called "Skeletons in Chicago Closets" that uses skeleton casts. It also highlights several other stories, such as the Music & Literacy Project, the appointment of a new Vice President for Institutional Advancement, and alumni events.
The document summarizes an event held at The College at Brockport celebrating Black History Month. It honored two prominent 19th century African Americans with ties to Brockport, Fannie Barrier Williams and William Page. Speakers shared the histories of Williams and Page, who both faced discrimination but made contributions. Williams was the first African American to graduate from Brockport Normal School and later became a leader in civic reform. Page was born into slavery but later settled in Brockport. The college also announced it would install a plaque honoring Williams. The event highlighted the importance of recognizing diverse histories and experiences.
Girls had less access to education than boys before the 1960s. Curriculums were differentiated by gender, with girls learning housework and boys focusing on other subjects to prepare them for government roles. While some improvements occurred in general social opportunities for women, the government stated women were biologically and psychologically different from men. After the 1960s, English state education policies aimed to provide more equal opportunities for women's education. However, into the 1990s, studies still found evidence of gender discrimination and stereotypes in education, though it took more subtle forms than outright denial of schooling.
The Development of Historically Black Colleges and UniversitiesCarlosMcKnight
This presentation accompanied a research paper on the history and development of Historically Black Colleges and Universities (HBCUs) in the United States. I discussed their development and why these schools were established. I also discussed the importance of these schools upon establishment and why they are relevant in the twenty-first century.
The document discusses the importance of art and art education. It notes that art has been an important form of communication throughout human history. Recent budget cuts have reduced funding for art classes in schools. Several organizations work to raise funds to support art education, including United Arts Funds and Americans for the Arts. Studies have found benefits of art education for brain development and academic achievement. While art funding has decreased, foundations help provide financial support needed for art classes.
The newsletter summarizes events at the Hillel House at Washington and Lee University over the past year. It discusses how Hillel has grown significantly in recent years, with over 100 people attending the largest Passover Seder ever held. The opening of the Hillel House in 2010 has revitalized the Jewish community on campus, with Jewish enrollment increasing to 4% of students since then. Events like the Passover Seder, Latke-Hamentashen debate, and a talk by a Holocaust survivor are discussed. The newsletter emphasizes Hillel's role in bringing the Jewish and larger campus communities together.
1) In 1844, Reverend John Shipherd founded Olivet College in Eaton County, Michigan with the progressive mission of being open to all students regardless of gender, race or financial status.
2) A student named Ture Farwell spent over a year organizing the Olivet College archives and uncovered information on the first African American and female graduates.
3) Olivet College graduated its first class in 1863 which was composed entirely of three women. The archives research continues to uncover more about early female and minority students and athletes at the pioneering college.
The document discusses Northeastern Illinois University's new First-Year Experience program for incoming freshmen. The program offers over thirty classes to help students adjust to university culture and develop academic skills, including an anthropology course called "Skeletons in Chicago Closets" that uses skeleton casts. It also highlights several other stories, such as the Music & Literacy Project, the appointment of a new Vice President for Institutional Advancement, and alumni events.
The document summarizes an event held at The College at Brockport celebrating Black History Month. It honored two prominent 19th century African Americans with ties to Brockport, Fannie Barrier Williams and William Page. Speakers shared the histories of Williams and Page, who both faced discrimination but made contributions. Williams was the first African American to graduate from Brockport Normal School and later became a leader in civic reform. Page was born into slavery but later settled in Brockport. The college also announced it would install a plaque honoring Williams. The event highlighted the importance of recognizing diverse histories and experiences.
Girls had less access to education than boys before the 1960s. Curriculums were differentiated by gender, with girls learning housework and boys focusing on other subjects to prepare them for government roles. While some improvements occurred in general social opportunities for women, the government stated women were biologically and psychologically different from men. After the 1960s, English state education policies aimed to provide more equal opportunities for women's education. However, into the 1990s, studies still found evidence of gender discrimination and stereotypes in education, though it took more subtle forms than outright denial of schooling.
The Development of Historically Black Colleges and UniversitiesCarlosMcKnight
This presentation accompanied a research paper on the history and development of Historically Black Colleges and Universities (HBCUs) in the United States. I discussed their development and why these schools were established. I also discussed the importance of these schools upon establishment and why they are relevant in the twenty-first century.
The document discusses the importance of art and art education. It notes that art has been an important form of communication throughout human history. Recent budget cuts have reduced funding for art classes in schools. Several organizations work to raise funds to support art education, including United Arts Funds and Americans for the Arts. Studies have found benefits of art education for brain development and academic achievement. While art funding has decreased, foundations help provide financial support needed for art classes.
The newsletter summarizes events at the Hillel House at Washington and Lee University over the past year. It discusses how Hillel has grown significantly in recent years, with over 100 people attending the largest Passover Seder ever held. The opening of the Hillel House in 2010 has revitalized the Jewish community on campus, with Jewish enrollment increasing to 4% of students since then. Events like the Passover Seder, Latke-Hamentashen debate, and a talk by a Holocaust survivor are discussed. The newsletter emphasizes Hillel's role in bringing the Jewish and larger campus communities together.
This document provides an overview of the December 2016 issue of ThreeSixty Journalism magazine. It highlights stories on first-generation college students, a Black Student Union club, and high school athletes kneeling during the national anthem. It also profiles Ibrahim Hirsi, a Somali journalist and 2006 ThreeSixty alum who now works at MinnPost. Short summaries are given of additional stories in the issue on topics like education, sports, culture and voices of Minnesota teens.
This document contains reflections from teachers on their experiences with education in a global age. It includes profiles of the authors, who taught overseas in China and Jordan, respectively. They discuss how these experiences abroad helped them better understand what it is like to be a foreigner and language learner. The authors also interviewed other teachers who taught overseas or accompanied students abroad. Overall, the teachers reflected on how their international experiences helped them educate students to be global citizens and brought relevance to schooling in a changing world.
This document provides a foreword for the 20th volume of Perspectives in History, an annual scholarly publication of Northern Kentucky University's Department of History and Geography. The editor, Kenneth Crawford, expresses gratitude for the mentors who have helped him develop as a historian and writer, particularly Dr. James Ramage and Dr. Jonathan Reynolds. Crawford acknowledges standing on the shoulders of those who have maintained this publication's tradition of excellence. He is pleased to have had the opportunity to strengthen his skills but notes editing the journal marks the end of his time as a student at NKU.
Malala Yousafzai was shot in the head by the Taliban for advocating for girls' education in Pakistan. She has since become an international symbol of the fight for girls' education. She was recently in Jordan where she received the King Hussein Leadership Award and spoke to students at a school about her experiences. Globally, 61 million children are deprived of basic education, with girls disproportionately affected.
This document summarizes how civil rights have progressed in Denver, Colorado from the 1960s to present day. In the 1960s, services and facilities were often segregated by race and disability. Now, there is more evidence of integrated participation across politics, business, education and culture. Mile High Montessori went from being a pioneering program for African American children to an integrated school. George Washington High School shifted from being a predominantly white school to now having a mostly black student body. Libraries and parks have also made efforts to be more inclusive of different ethnicities and abilities. While racial issues still exist, Denver has seen positive changes in representation and participation across diverse groups.
Why and How the African Child is Miseducated in theWestern Educational SystemRBG Communiversity
This document discusses how and why African children are miseducated in Western educational systems. It argues that the education of African children was never designed to develop their individual potential, but rather to meet the economic needs of Western societies by producing a minimally educated workforce. As a result, African communities have become fragmented without education promoting their collective interests. The document urges African parents to take control of their children's education rather than leaving it solely to Western institutions.
Bitterroot as a metaphor for decolonizing education Starleigh Grass
This presentation was delivered by Starleigh Grass on October 25th, 2012, at the University of British Columbia Okanagan hosted by the Equity Office. To learn more about Starleigh's work you can visit twinkleshappyplace.blogspot.com
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
Dr. Willis Nathaniel Huggins (1886-1941): Historian, Activist, and Community ...RBG Communiversity
This document provides biographical information about Dr. Willis Nathaniel Huggins, an African American historian, activist, and community mentor in Harlem in the early 20th century. It discusses his early life and education in Alabama and Washington D.C. It then describes his work as a teacher and activist in Alabama, Chicago, and New York City, where he founded the Blyden Society and Harlem History Club to educate students in Black history. The document also discusses his connections to other prominent Black intellectuals of the time and his mysterious death in 1941, which was ruled a suicide but some believed was foul play.
The document summarizes the Bringing the Lessons Home program, which is celebrating its 20th anniversary. The program aims to make the history and lessons of the Holocaust relevant to young people from diverse backgrounds through educational activities. It began with tours of the Holocaust Museum for DC public school students and has expanded to include training students to serve as guides, a summer internship program, and opportunities to learn from Holocaust survivors. The program seeks to engage students as active participants and leaders in their communities to confront hatred and promote human dignity. Evaluations show it has a positive influence on participants and helps spark generational learning about the Holocaust.
This document summarizes a panel discussion at the 2014 SAA National Meeting about integrating archives from historically segregated communities in Alabama. The panelists described problems like the destruction of minority records and lack of collaboration. Their solutions involved professional partnerships between archives and outreach to build trust. This led to previously hidden collections being made accessible and increased understanding of community history. One panelist discussed finding records from a closed black school and working to return them. Another discussed revealing collections at their university through processing and connecting items to tell a more complete story.
W.E.B. Du Bois was the first African American to earn a PhD from Harvard University. He faced little racial discrimination growing up but faced greater challenges as he pursued higher education, becoming the first African American valedictorian of his high school and earning advanced degrees from Fisk University, Harvard, and the University of Berlin. Du Bois emphasized the importance of developing talented African American leaders through education to guide social progress. In his study The Philadelphia Negro, Du Bois aimed to prove that social conditions rather than race caused negative perceptions of African Americans. He stressed the role of exceptional teachers in lifting up African American communities.
Here are the answers to your questions:
1. American youths are involved in various school activities like sports, student newspapers, drama clubs, debate teams, music groups. They also volunteer in their communities and religious groups.
2. In their free time, American youths like watching TV, listening to music, and participating in sports like football, basketball, baseball etc.
3. American youths place high priority on education and careers. They work hard and are willing to make sacrifices to achieve their goals and aspirations.
4. Yes, sport competitions are very popular among Uzbek youths.
5. Uzbek youths like to spend free time sporting, listening to music, reading, travelling, playing
REGENCY GENDER ROLE-EDUCATION ON BOYS AND GIRLS.pptx BY STOURNARA E & STAVLI...Vivi Carouzou
The document discusses education for boys and girls during the Regency era in England. For boys, the standard education involved attending prestigious boarding schools like Eton or Harrow starting around age 8. The school day was long and discipline was harsh, involving corporal punishment. After school, a Grand Tour of Europe was a common educational experience for wealthy boys. For girls, education focused on skills like music, dance, language and domestic duties to prepare them to be wives and mothers. Higher education opportunities were limited, though some families hired governesses or sent girls to private seminaries.
Etta Booth Mayo had a significant influence on her husband William Mayo and the East Texas Normal College. She was well educated in music and taught at the school. After witnessing a public hanging, the sensitive Etta convinced William to move the school to Commerce for a better environment. In Commerce, Etta and William comprised the entire faculty and deeply impacted students' lives. Etta advocated for women's rights, temperance, and brought many artists to the school. She named the girls dormitory Willard Hall after a temperance leader. Etta led by example and instilled her values of service, growth, and knowing one's purpose in her family and students.
The document announces the lineup for WIUX's annual Culture Shock music festival to be held on April 11th. The headliners are Foxygen, Twin Peaks, and TOPS. There will also be five local acts performing. Culture Shock serves to connect WIUX to the local arts community through booths from local businesses. It is WIUX's largest on-campus event, showcasing the work of student volunteers. Past Culture Shock festivals have featured notable indie acts like Mac DeMarco and Beach House. The newsletter encourages people to attend the 2015 Culture Shock.
Etta Booth Mayo had a significant influence on her husband William Mayo and the development of East Texas Normal College, which later became Texas A&M University-Commerce. She was well-educated and taught music at the school. After witnessing a public hanging, she encouraged her husband to move the school to Commerce for her sensitive nature. In Commerce, she and her husband comprised the entire faculty. Etta was passionate about education, music, art, women's rights, and the temperance movement. She brought many speakers and performers to the school and helped shape the social and political atmosphere of the community. Her strong personality and values left a lasting impact on the school and those around her.
Sharlene Edwards, Program Director, Bradley Public Library (NJ)
There is no avoiding it: the library landscape has been changing. We are dealing with slashed budgets and insufficient staffing while attempting to meet an increased need for innovative library programming. As librarians from small libraries, we may be reluctant to shake things up with new ideas because of the high price of failure. So how do we stay relevant in the 21st century? This presentation is a how-to guide for utilizing local resources, establishing valuable community partnerships, and decreasing costs while increasing participation in fresh, fearless, and affordable library programming.
http://youtu.be/2MMDrjXCiK8
http://nlcblogs.nebraska.gov/bigtalk/
Black History Importance Essay
African American History Essay
african american leaders Essay
Essay On Black History Month
Essay On Black Experience
Black History Month Essay
Introduction to Miseducation of the Negro Henry Aronson
Carter G. Woodson argued that the education system in the early 20th century was designed to control African Americans and restrict them to subordinate positions. His experience in the Philippines showed him how education could make people feel alienated from their own culture and elevate foreign values. Neither Booker T. Washington's strategy of accommodation nor W.E.B. Du Bois' advocacy for political action and developing the "Talented Tenth" would sufficiently address the inequalities between black and white people resulting from the education system.
This document provides an overview of the December 2016 issue of ThreeSixty Journalism magazine. It highlights stories on first-generation college students, a Black Student Union club, and high school athletes kneeling during the national anthem. It also profiles Ibrahim Hirsi, a Somali journalist and 2006 ThreeSixty alum who now works at MinnPost. Short summaries are given of additional stories in the issue on topics like education, sports, culture and voices of Minnesota teens.
This document contains reflections from teachers on their experiences with education in a global age. It includes profiles of the authors, who taught overseas in China and Jordan, respectively. They discuss how these experiences abroad helped them better understand what it is like to be a foreigner and language learner. The authors also interviewed other teachers who taught overseas or accompanied students abroad. Overall, the teachers reflected on how their international experiences helped them educate students to be global citizens and brought relevance to schooling in a changing world.
This document provides a foreword for the 20th volume of Perspectives in History, an annual scholarly publication of Northern Kentucky University's Department of History and Geography. The editor, Kenneth Crawford, expresses gratitude for the mentors who have helped him develop as a historian and writer, particularly Dr. James Ramage and Dr. Jonathan Reynolds. Crawford acknowledges standing on the shoulders of those who have maintained this publication's tradition of excellence. He is pleased to have had the opportunity to strengthen his skills but notes editing the journal marks the end of his time as a student at NKU.
Malala Yousafzai was shot in the head by the Taliban for advocating for girls' education in Pakistan. She has since become an international symbol of the fight for girls' education. She was recently in Jordan where she received the King Hussein Leadership Award and spoke to students at a school about her experiences. Globally, 61 million children are deprived of basic education, with girls disproportionately affected.
This document summarizes how civil rights have progressed in Denver, Colorado from the 1960s to present day. In the 1960s, services and facilities were often segregated by race and disability. Now, there is more evidence of integrated participation across politics, business, education and culture. Mile High Montessori went from being a pioneering program for African American children to an integrated school. George Washington High School shifted from being a predominantly white school to now having a mostly black student body. Libraries and parks have also made efforts to be more inclusive of different ethnicities and abilities. While racial issues still exist, Denver has seen positive changes in representation and participation across diverse groups.
Why and How the African Child is Miseducated in theWestern Educational SystemRBG Communiversity
This document discusses how and why African children are miseducated in Western educational systems. It argues that the education of African children was never designed to develop their individual potential, but rather to meet the economic needs of Western societies by producing a minimally educated workforce. As a result, African communities have become fragmented without education promoting their collective interests. The document urges African parents to take control of their children's education rather than leaving it solely to Western institutions.
Bitterroot as a metaphor for decolonizing education Starleigh Grass
This presentation was delivered by Starleigh Grass on October 25th, 2012, at the University of British Columbia Okanagan hosted by the Equity Office. To learn more about Starleigh's work you can visit twinkleshappyplace.blogspot.com
This document summarizes a research project that used ethnomusicology to develop cultural integration curricula for two newcomer classes in Edmonton schools. The researcher conducted observations, interviews, and collaborated with teachers to design class-specific programs. One class focused on cultural empowerment through student-led music and dance exchanges with parents. The other emphasized intercultural dialogue through peer teaching of musical traditions. Preliminary results suggest ethnomusicology can help students critically examine identities, cultural stereotypes, and negotiate power dynamics in multicultural classrooms.
Dr. Willis Nathaniel Huggins (1886-1941): Historian, Activist, and Community ...RBG Communiversity
This document provides biographical information about Dr. Willis Nathaniel Huggins, an African American historian, activist, and community mentor in Harlem in the early 20th century. It discusses his early life and education in Alabama and Washington D.C. It then describes his work as a teacher and activist in Alabama, Chicago, and New York City, where he founded the Blyden Society and Harlem History Club to educate students in Black history. The document also discusses his connections to other prominent Black intellectuals of the time and his mysterious death in 1941, which was ruled a suicide but some believed was foul play.
The document summarizes the Bringing the Lessons Home program, which is celebrating its 20th anniversary. The program aims to make the history and lessons of the Holocaust relevant to young people from diverse backgrounds through educational activities. It began with tours of the Holocaust Museum for DC public school students and has expanded to include training students to serve as guides, a summer internship program, and opportunities to learn from Holocaust survivors. The program seeks to engage students as active participants and leaders in their communities to confront hatred and promote human dignity. Evaluations show it has a positive influence on participants and helps spark generational learning about the Holocaust.
This document summarizes a panel discussion at the 2014 SAA National Meeting about integrating archives from historically segregated communities in Alabama. The panelists described problems like the destruction of minority records and lack of collaboration. Their solutions involved professional partnerships between archives and outreach to build trust. This led to previously hidden collections being made accessible and increased understanding of community history. One panelist discussed finding records from a closed black school and working to return them. Another discussed revealing collections at their university through processing and connecting items to tell a more complete story.
W.E.B. Du Bois was the first African American to earn a PhD from Harvard University. He faced little racial discrimination growing up but faced greater challenges as he pursued higher education, becoming the first African American valedictorian of his high school and earning advanced degrees from Fisk University, Harvard, and the University of Berlin. Du Bois emphasized the importance of developing talented African American leaders through education to guide social progress. In his study The Philadelphia Negro, Du Bois aimed to prove that social conditions rather than race caused negative perceptions of African Americans. He stressed the role of exceptional teachers in lifting up African American communities.
Here are the answers to your questions:
1. American youths are involved in various school activities like sports, student newspapers, drama clubs, debate teams, music groups. They also volunteer in their communities and religious groups.
2. In their free time, American youths like watching TV, listening to music, and participating in sports like football, basketball, baseball etc.
3. American youths place high priority on education and careers. They work hard and are willing to make sacrifices to achieve their goals and aspirations.
4. Yes, sport competitions are very popular among Uzbek youths.
5. Uzbek youths like to spend free time sporting, listening to music, reading, travelling, playing
REGENCY GENDER ROLE-EDUCATION ON BOYS AND GIRLS.pptx BY STOURNARA E & STAVLI...Vivi Carouzou
The document discusses education for boys and girls during the Regency era in England. For boys, the standard education involved attending prestigious boarding schools like Eton or Harrow starting around age 8. The school day was long and discipline was harsh, involving corporal punishment. After school, a Grand Tour of Europe was a common educational experience for wealthy boys. For girls, education focused on skills like music, dance, language and domestic duties to prepare them to be wives and mothers. Higher education opportunities were limited, though some families hired governesses or sent girls to private seminaries.
Etta Booth Mayo had a significant influence on her husband William Mayo and the East Texas Normal College. She was well educated in music and taught at the school. After witnessing a public hanging, the sensitive Etta convinced William to move the school to Commerce for a better environment. In Commerce, Etta and William comprised the entire faculty and deeply impacted students' lives. Etta advocated for women's rights, temperance, and brought many artists to the school. She named the girls dormitory Willard Hall after a temperance leader. Etta led by example and instilled her values of service, growth, and knowing one's purpose in her family and students.
The document announces the lineup for WIUX's annual Culture Shock music festival to be held on April 11th. The headliners are Foxygen, Twin Peaks, and TOPS. There will also be five local acts performing. Culture Shock serves to connect WIUX to the local arts community through booths from local businesses. It is WIUX's largest on-campus event, showcasing the work of student volunteers. Past Culture Shock festivals have featured notable indie acts like Mac DeMarco and Beach House. The newsletter encourages people to attend the 2015 Culture Shock.
Etta Booth Mayo had a significant influence on her husband William Mayo and the development of East Texas Normal College, which later became Texas A&M University-Commerce. She was well-educated and taught music at the school. After witnessing a public hanging, she encouraged her husband to move the school to Commerce for her sensitive nature. In Commerce, she and her husband comprised the entire faculty. Etta was passionate about education, music, art, women's rights, and the temperance movement. She brought many speakers and performers to the school and helped shape the social and political atmosphere of the community. Her strong personality and values left a lasting impact on the school and those around her.
Sharlene Edwards, Program Director, Bradley Public Library (NJ)
There is no avoiding it: the library landscape has been changing. We are dealing with slashed budgets and insufficient staffing while attempting to meet an increased need for innovative library programming. As librarians from small libraries, we may be reluctant to shake things up with new ideas because of the high price of failure. So how do we stay relevant in the 21st century? This presentation is a how-to guide for utilizing local resources, establishing valuable community partnerships, and decreasing costs while increasing participation in fresh, fearless, and affordable library programming.
http://youtu.be/2MMDrjXCiK8
http://nlcblogs.nebraska.gov/bigtalk/
Black History Importance Essay
African American History Essay
african american leaders Essay
Essay On Black History Month
Essay On Black Experience
Black History Month Essay
Introduction to Miseducation of the Negro Henry Aronson
Carter G. Woodson argued that the education system in the early 20th century was designed to control African Americans and restrict them to subordinate positions. His experience in the Philippines showed him how education could make people feel alienated from their own culture and elevate foreign values. Neither Booker T. Washington's strategy of accommodation nor W.E.B. Du Bois' advocacy for political action and developing the "Talented Tenth" would sufficiently address the inequalities between black and white people resulting from the education system.
This document provides information about several influential women in the US Civil Rights movement. It discusses Daisy Bates, who mentored the Little Rock Nine and was president of the NAACP in Little Rock. It also discusses Diane Nash, a student activist who helped organize sit-ins and founded the Student Nonviolent Coordinating Committee. Finally, it discusses Fannie Lou Hamer, a sharecropper who fought for voting rights in Mississippi and spoke at the 1964 Democratic National Convention.
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
Cultural Autobiography Essay. Educational Autobiography - Free Essay SampleAnita Walker
Cultural Autobiography - Free Essay Example | PapersOwl.com. Cultural autobiography essay – The Friary School. ⛔ Cultural autobiography essay. Cultural Autobiography Essay. 2022-11-04.
W.E.B. Du Bois was an influential activist and scholar who fought for racial equality and African American rights in the late 19th and early 20th centuries. He co-founded the NAACP, published the seminal work The Souls of Black Folk which examined the double consciousness of African Americans, and advocated for higher education and political participation to advance civil rights. Throughout his career, Du Bois promoted sociological research on African American communities and challenged Booker T. Washington's approach of accepting racial segregation.
Similar to Activist and Educator Jitu Weusi | A Brief Biographical Sketch and Upcoming Event (8)
Dr. Clarke In His Own Words_ African Education At the Crossroads. RBG Communiversity
This document provides an autobiographical account from Dr. John Henrik Clarke reflecting on his life and work as an historian, author, and activist. Some key points:
- Clarke was born in 1915 in Alabama and grew up in a sharecropping family, working various jobs from a young age to support himself and his education.
- He had a passion for history from a young age and left the South to pursue further education and a career focused on researching and teaching African history.
- Throughout his life, Clarke authored hundreds of works on African history and the African diaspora. He also founded or helped establish numerous organizations focused on African and African American studies.
- Clarke dedicated his career to
Political Report to the 7th Congress of the African People's Socialist Party USARBG Communiversity
The document is the political report from the chairman of the African People's Socialist Party to the party's Seventh Congress. It discusses the party's role as the vanguard and advanced detachment of the African revolution. It provides the party's history and achievements over its 45+ year existence. It emphasizes the party's goal of seizing state power in Africa to liberate the continent from imperialism and establish socialism under the leadership of the African working class.
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary PoemRBG Communiversity
This document calls for joining the battle against racism through direct action and confrontation. It states that true change requires risking defeat, fighting "hand to hand" through institutions and traditions, and creating a new world order through rebuilding and restoring what has been destroyed. The battle must be fought through the mind, spirit, will, money, technology, and physical confrontation if needed. Ultimately, change depends on ordinary people taking up the challenge and making this new world their own.
The Revolutionary Psychology of Dr. Amos N. Wilson_text only versionRBG Communiversity
1) The passage discusses the revolutionary psychology of Dr. Amos N. Wilson and emphasizes the need to join the battle for liberation through concrete action and building new institutions.
2) It criticizes assimilationist leadership that seeks integration into white systems of power and calls for a true nationalist movement that works to replace oppressive systems with Afrocentric alternatives through entrepreneurship and future-oriented work.
3) A true nationalist educates both children and adults, builds international networks, and delegates power rather than being obsessed with the past or destroyed civilizations. Nationalism requires concrete progress.
Imperialism 101_ Chapter 1 of Against Empire by Michael ParentiRBG Communiversity
This document provides an overview and analysis of imperialism. It discusses how imperialism has shaped world history over the past few centuries through the colonization and oppression of indigenous peoples. While imperialism has had massive impacts, it is often ignored or sanitized in mainstream discourse. The document examines the economic drivers of capitalist imperialism, how it has exploited the land, labor and resources of the global south for profit. It also debunks common myths used to justify imperialism, such as the notion that colonized regions were inherently poor or culturally backward.
This document outlines standards and guidelines for members of the African People's Socialist Party. It discusses that Party members must be committed to serving the people and struggling for African liberation, unity, and socialism. The Party aims to educate the masses and lead them in struggles to solve their problems and undermine the imperialist system. The document explains the Party's revolutionary strategy and role in developing the political consciousness of the people through organizing struggles. It emphasizes the importance of discipline and subordinating individual interests to serve the Party and liberation movement.
This document contains multiple quotes from Malcolm X on a variety of topics:
1) Malcolm X criticizes those in the black community who are too comfortable with their current situation and unwilling to push for further progress and change.
2) He expresses that while he is against racism and discrimination, he does not view himself as an American due to the oppression black people face in the U.S.
3) Malcolm X emphasizes the importance of black unity before trying to unite with other groups, and calls for greater understanding between black people to overcome divisions.
This document summarizes key points from Dr. Amos Wilson's book "Blueprint for Black Power" regarding economics and Afrikan nationalism. It discusses Wilson's argument that an African American/Caribbean/Pan-African bloc could generate significant black power to counter white and Asian power networks. It also analyzes potentially powerful black institutions and advocates for greater use of financial tools and institutions to promote economic empowerment. Wilson asserts that true black power requires ownership and control over critical resources like property, wealth, and organization, rather than just political offices. The responsibility of the African American community is to ensure Africa's economic development and invest in rebuilding Africa.
The 14-Point Platform of the African People's Socialist Party outlines their core beliefs and goals. The key points are:
1) They believe African people in the US experience colonial domination and oppression, and seek peace, dignity, and self-determination.
2) They believe the capitalist system exploits African labor and want rights to economic development and jobs that benefit their people.
3) They do not believe African people have meaningful political representation, so do not want to pay taxes to the US government.
4) They want freedom of speech and association to organize for liberation without fear of imprisonment or harm.
5) They view all African people as part of a single entity, and want the
From: Chairman Omali Yeshitela , Ch. 3. The Theory of African Internationalism. In: An Uneasy Equilibrium - Commemorative Edition: The African Revolution Versus Parasitic Capitalism, Burning Spear Uhuru Publications, 2014.
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)RBG Communiversity
Garvey argued that the Black race will be exterminated if it does not build a Black superpower in Africa by the end of the century. He summarizes Marcus Garvey's legacy, including his institution building, profound ideas, and projects for successors. Key aspects of Garvey's legacy were his establishment of political, business, social, and paramilitary institutions through the UNIA; ideas like race first, racial autonomy, self-reliance, nation building, and industrialization; and his dramatization of Black power that inspired future leaders despite attempts to discredit him.
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru HotepRBG Communiversity
This document provides an overview and framework for discussing the psychology of African liberation. It discusses how Europeans perfected methods of psychological manipulation and control over Africans through processes of colonization, deculturalization, and mis-education. These processes aim to strip Africans of their culture and replace it with European culture in order to manipulate and control them. The document outlines the history of European colonialism in Africa and how it led to the colonization of African lands, knowledge, and minds. It discusses how deculturalization and mis-education have affected African Americans and aims to brainwash them. The document concludes by discussing the need to decolonize the African mind through reversing these processes and embracing African concepts and orientations.
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...RBG Communiversity
The document discusses an African People's Socialist Party plenary meeting to assess progress on implementing the goals established at the party's sixth congress five years prior. It describes the imperialist crisis exacerbating political instability in the US and challenges facing the African liberation movement. The party sees itself as providing revolutionary leadership for the African working class to achieve socialist liberation and unification against neocolonial forces promoting dependency.
This document summarizes the evolution of scholarship on the Black Power movement. It notes that early narratives portrayed Black Power negatively and dismissed its impact. However, over the past 15 years, new scholarship has provided nuanced analyses that demystify the movement and document its profound implications. The essay examines how the study of Black Power has grown from being part of civil rights historiography to becoming its own distinct field. It traces the roots of the Black Power movement in earlier 20th century radicalism and outlines some of the movement's key activities and impacts during the late 1960s and early 1970s.
African People’s Socialist Party 14-Point Platform Study-GuideRBG Communiversity
The document provides an overview of the 14-Point Platform of the African People's Socialist Party, which was adopted in 1981. It states that studying the 14 points equips members to understand the Party's theory of African Internationalism and take action to liberate Africa and African people everywhere. The 14 points are considered the basic political education course for understanding the Party's ideology and practice. The document urges members to memorize and internalize the 14 points and use them daily in organizing Africans to liberate Africa and their people.
This document contains Malcolm X's speech given at the London School of Economics in 1965. In it, he makes 3 key points:
1) American society is racist and uses the media to portray Black communities as criminal to justify police brutality and oppression.
2) Western powers manipulate the media to control the narrative around conflicts in Africa, portraying violence against Black communities as justified while ignoring mass murder.
3) Centuries of colonial rule created a negative image of Africa that caused Black people in the West to internalize racism and hate their African identity and features.
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIARBG Communiversity
This document provides background information on the 1971 Attica Prison uprising in three pages. It summarizes that tensions were rising at Attica due to overcrowding, poor conditions, and racial segregation. On September 8th, 1971, two prisoners were sent to solitary confinement ("the box") after an altercation, sparking outrage among the inmate population. The next day, prisoners took control of the facility, taking guards as hostages. After four days of negotiations, state police stormed the prison, killing 39 people in the process and ending the uprising. The document aims to provide context on the conditions and circumstances that led up to the rebellion.
The Political Report to the Sixth Congress of the African People’s Socialist ...RBG Communiversity
The document provides an overview of the African People's Socialist Party and the political context surrounding its Sixth Congress. It notes that the Party was founded in 1972 in the aftermath of the defeat of the Black Revolution of the 1960s. It argues that the Party's leadership is now needed more than ever as imperialism enters a crisis period. The Party recognizes the defeat of previous revolutionary struggles and aims to complete what was started rather than accept limitations. It asserts that the Party's role is to continue providing revolutionary leadership to the African masses and lead the Final Offensive Against Imperialism.
The Black Power Movement, A State of the Field. Joseph PE, 2009.RBG Communiversity
This document summarizes the evolution of scholarship on the black power movement. It discusses how early narratives portrayed black power negatively, undermining civil rights struggles. Recent studies have provided more nuanced perspectives, establishing black power studies as a field. The black power movement fundamentally transformed racial justice struggles through uncompromising pursuit of social, political, cultural, and economic change across various areas like education, politics, and women's issues. The meaning and impact of black power remains complex with both positive and negative dimensions.
National Humanities Center Resource Toolbox
The Making of African American Identity: Vol. III, 1917-1968
Stokely Carmichael.Toward Black Liberation The Massachusetts Review Autumn 1966 Excerpt*
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Activist and Educator Jitu Weusi | A Brief Biographical Sketch and Upcoming Event
1. Activist and Educator Jitu Weusi|
A Brief Biographical Sketch
UPCOMING EVENT:
Jitu Weusi :
We are calling for all supporters of this http://hiphopwired.com/wp-content/uploads/2010/06/189781846_14b81a426
community high school to come out on
Tuesday December 4th to the Boys and
Girls High School Auditorium at 1700
Fulton Street
Save Our Community - Save Our School
Jitu Weusi - 718-773-2252
Take A or C TRAIN TO Utica Ave
http://www.facebook.com/events/382555
948498863/?notif_t=plan_user_invited
Bed Stuy Stands With Boys & Girls High
School
December 4 at 6:00pm
Boys & Girls High School in Brooklyn, New
York
Join · You were invited by Jitu Weusi
[1]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
2. Originally posted 04-28-2006 by Akyeame Kwame “Baba Jitu Weusi”
Source: http://www.assatashakur.org/forum/shoulders-our-freedom-fighters/17691-baba-jitu-weusi.html
Activist and educator Jitu Weusi has worked to uplift and develop the cultural and social
awareness of the African American community of Central Brooklyn...
Students at Junior High School 258 in Bedford-Stuyvesant know this tall, bearded, gray-haired
man as their Assistant Principal, but Jitu Weusi’s impact on Bedford-Stuyvesant extends beyond
the classroom. Weusi has worked in the forefront of progressive educational programs in
Brooklyn and beyond, serving as one of the founding members of the former cultural and
educational center, The East, and as co-founder of The East’s Uhuru Sasa school, one of the first
Black independent schools with a Pan-African philosophy. In the 1960’s, Weusi worked
tirelessly as a vocal participant in the struggle for community control of public schools; he later
served as part of the National Black United Front, and in the political campaigns of Rev. Jesse
Jackson and former New York City Mayor David Dinkins.
In addition to his educational and political service, Weusi has made a profound cultural impact
on Brooklyn as a co-founder of the International African Arts Festival and more recently as co-
founder of the Central Brooklyn Jazz Festival. Interestingly, Weusi avoids allowing his extensive
service and notoriety to draw attention to himself as an individual. Instead, he frames his
contributions as part of a larger, collective movement of people, always looking at the broader
picture of his “pride and joy” Bedford-Stuyvesant, and at the progress of people of African
descent worldwide.
Bed-Stuy youngster
Born Leslie Robert Campbell, Jitu Weusi grew up as a typical youngster in Bedford Stuyvesant
in the late 1940’s. His family attended Siloam Presbyterian Church on Jefferson Avenue. They
were poor but worked very hard, and his mother was the main parental figure in the home.
“Scoping”
When Weusi was 12 years old, his parents sent him to work at the newsstand of his cousin
Charles Morris. It was that summer, and the two summers following it, that would have a
profound impact on Weusi’s life. Though the newsstand was located in his community, it
represented a whole new world to a young Weusi.
As a child, Weusi loved to read, and so the newsstand turned out to be the perfect place for him
to work. Magazines like Popular Mechanics, Popular Science, and even the nudist magazine Sun
Bathing constantly fed the curiosity of the young adolescent, who was now being exposed to a
whole new world of images and ideas.
Frequenting the newsstand was a circle of young bachelors in their twenties that included Jimmy
Gittens, Weusi’s cousin Leroy “Lefty” Morris, Willie Jones, Scoby Stroman, and Freddy
Brathwaite. This circle of friends were socially-conscious, sports-minded young World War II
veterans who debated issues and have intense discussions around culture, politics, sports
[2]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
3. (particularly basketball) and life’s other matters. When a young Weusi read something new or
had a question, he would ask one of these men. “They were [honest] with me. They told me the
truth and let me make up my mind about things.” Gittens, described by Weusi as a “tall, dark-
skinned man with gleaming black skin and a most infectious smile,” had an intellectual outlook
that Weusi admired. He would ask Weusi to contemplate questions that were five to ten years
beyond the youngster’s chronological age. A term used at the time was “scoping”; it referred to
an older person taking an interest in a young person and acting as a mentor, or guide, to them.
The young men at Charles Morris’ newsstand “really shaped me during this period”, he says.
“The deep respect I have for the arts, the love for cultural things, these all came from the scoping
I got from them at that time.”
High school years
The high school years were difficult for Weusi. Because of his academic skills, he was accepted
into the prestigious Brooklyn Tech High School. In 1952, Brooklyn Tech was still all-male, all-
white, and run “like a military boot camp,” according to Weusi. Out of a population of 6,000,
only 19 students were Black, and Weusi would often go for days without seeing another Black
face at school. The racial isolation he felt was compounded by financial isolation - there were
frequent requirements to purchase new supplies and give money to different school causes.
These made constant drains on Weusi, whose family had difficulty meeting the financial
demands.
After two and a half years at Brooklyn Tech, Weusi was unhappy enough to drop out of high
school altogether. Fortunately, however, he was able to convince his mother to allow him to
attend Franklin K. Lane High School, where he could be around people from his community.
(There were a number of Bedford-Stuyvesant students at Lane, located in the predominately
white section of Cypress Hills, due to a racial desegregation order in the 1930’s.) A sad fact of
American life is that for Europeans, the process of becoming American includes taking on the
idea of the African as the despised racial “other”. The white students at Franklin K. Lane were
mostly recent European immigrants who were in this very position. The hostility they expressed
towards Blacks was overt, and white students at Lane made their disdain even more apparent in
the annual spring race riots. Fortunately, a larger (and co-ed) Black population at Lane helped to
buffer Weusi socially, and he graduated on the honor roll with a Varsity letter in basketball.
Passion to Learn
Weusi’s experience at Brooklyn Tech would repeat itself when he attended Long Island
University. Out of a population of 5,000 fulltime day students, only 17 were African American.
This time, however, the Black students formed a cohesive unit that helped Weusi and other new
students navigate the storm. Sitting together in the school cafeteria, the Black students at LIU
offered one another advice on the best classes to take and which professors would give a fair
grade to Black students. One such professor proved more than fair. Albert Fein, a white
American who had been active in the Civil Rights movement in the south, invoked in Weusi a
deep passion for learning, studying, and analyzing history. Inspired by Fein’s character – a
[3]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
4. beautiful person, Weusi recalls – and by a newly cultivated desire to truly look at history, Weusi
would major in the subject, obtaining his BA in history with a minor in education.
“What shall I tell my students…?”
The year was 1962. Armed with a BA in history, and the now-important minor in education, a
twenty-two year old Weusi returned to Bedford-Stuyvesant to work as a social studies teacher at
Junior High School 35. “What shall I tell my students who are black?” thought Weusi. The
famous question, posed by artist/essayist/poet Margaret Burroughs, would be difficult to answer.
In a school system that had only a handful of African American teachers and which promoted the
idea of history as being the exclusive domain of Europeans, Weusi found himself restricted from
giving his Black students what they deserved: an understanding of their heritage and a sense of
their place in history and in the world.
Weusi was not alone in his concerns. Other teachers at JHS 35 included Al Vann, Oliver
Patterson, Leroy Lewis, Randy Tobias, Joan Eastman, and Ola Cherry. These were young, Black
teachers who were new to the public school system and who were speaking out about the need
for changes in the New York City pubic school system. They joined with Black teachers in other
schools to form the African American Teachers Association.
Great School Wars
While the teachers were expressing their concerns, the Reverend Milton Galamison – a dynamic,
socially-conscious young pastor at Weusi’s home church Siloam - was continuing a tradition at
the church of combining religious life with social awareness and activism. Weusi recalls that as
early as the 1950’s, Galamison had spoken of such important global matters as South African
apartheid and recognition of Communist China. Now, Galamison was mobilizing Bedford-
Stuyvesant families around the need for school desegregation and equal education for all
students.
The needs of community, the concerns of the parents, and the education of African American
children were at stake. It wasn’t long before the African American Teachers Association would
team up with Rev. Galamison and the families in what would later be known as the Great School
Wars era. During this period, from 1958 to 1969, Weusi and other community members
participated in boycotts and walkouts in protest of the New York City Board of Education’s
policies.
Struggle and Victory
John Lindsay was elected Mayor of New York City in 1965. Like that of the highly popular
Depression-era Mayor Fiorello La Guardia, Lindsay’s administration would come to represent a
progressive, reform-oriented Republican mayorship in the overwhelmingly Democratic city of
New York. It would help to usher in an era of progress for New York City, and for Blacks in
particular. But this progress would not come without the unified struggle of the Black
community itself.
[4]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
5. As the in-school component of Galamison’s street advocacy movement, the African American
Teachers Association had their first great struggle, centered at Intermediate School 201. In what
Weusi described as a “testing” of the Black community’s strength in effecting change in Board
of Education policies, the pressure that the community put on the Board of Education led to the
addition of the fifth Black school principal in the City. This was a major victory at a time when
there were only a handful of Black educators in the New York City public school system. For
Weusi, the victory meant that “if unified and strong, you can win.” It also marked a change in the
attitude of local communities: they were “no longer fearful” in pushing for change in the Board
of Education’s policies and hiring practices.
Over the next two years, there was a series of similar maneuvers, many of which were effective.
Yet it was not until 1968 that the struggle would go to the next level. It was in ’68 that the
African American Teachers Association joined with the Ocean Hill-Brownsville Alliance around
the concept of community control. With teachers and the community members standing side by
side (and Galamison now part of the Board of Education) the Ocean Hill-Brownsville struggle
took place. From 1968 to 1969, in what Weusi describes as the “most underrepresented yet most
impactful era of Brooklyn history”, the teachers and the community battled the Board of
Education and the predominately-white United Federation of Teachers in a struggle that they
hoped would finally create a structure for the empowerment of local communities. The result
was the establishment of the Ocean Hill-Brownsville Governing Board, a community school
board that served central Brooklyn’s Black community.
A New York State Legislature bill was passed in January 1969, creating 32 school boards with
the right to hire and fire key personnel. For the first time, schools boards had the right to include
people of color in the local schools. Families would now have a say in their children’s education.
People from the community would finally be heard – and not dismissed - by school
administrations. At the time, these were the promises held by community schools boards. Despite
the difficulty of the struggle, and despite differences with the Board during his time as a young
teacher (at one point Weusi was penalized for taking his students to a memorial for slain leader
Malcolm X), Jitu Weusi would look back at the community’s educational victories in the 1960’s
as his “shining moment” as a resident of Bedford-Stuyvesant.
Activity Explosion
“Something cried out in you,” says Weusi of what he describes as the “explosion of Black
activity” that hit the world between 1968 and 1969. Locally, Black Panthers in Bedford-
Stuyvesant, Harlem and other Black communities were serving breakfast to school children and
advancing their political cause. Nationally, African Americans were shifting their focus from
civil rights to Black Power and racial consciousness. Internationally, anti-apartheid and anti-
colonial independence movements were taking place throughout Africa, the Caribbean and Latin
America. “Everyday something was going on,” says Weusi. “It was awesome, inspiring,
motivational.” It was in this climate that Weusi become the adult advisor to an organization of
[5]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
6. progressive Black youth called the African American Students Association. In 1969, the ASA
and its supporters founded and staffed The East, a cultural and educational center in Bedford-
Stuyvesant/Fort Greene that would have a profound and lasting impact on the educational and
cultural life of Brooklyn’s Black community.
Look to The East
It is difficult to provide a simple descriptive summary of the work of The East and the extent to
which its legacy lives on in Brooklyn’s cultural life. Scholarly works, newspaper and magazine
articles have been written on the cultural institution, and it could easily provide rich subject
matter for at least one or two full-scale documentaries.
In many ways, The East was born out of the Ocean Hill-Brownsville struggle. The level to which
community members organized to express their desire to have a real say in their children’s
education led some to believe this goal could only be truly achieved by forming an
educational/cultural institution that was entirely independent and community-run. Weusi himself
left the public school system to co-found The East, a service-oriented independent Black cultural
institution with a Pan-African philosophy. His long-held desire to teach African American
youngsters about their history finally came to fruition in the Uhuru Sasa Shule (Swahili for
“Freedom Now School”), the educational component of The East, described by Weusi as the
organization’s “crown jewel”.
It is important to note that while serving the community, The East would not have been possible
without the support of the community. Brooklyn clergy, including Galamison, provided space
and fundraising skills. Eight volunteer teachers taught the high school-aged students subjects
ranging from the traditional (math, science, literature) to the alternative (creative writing, Black
history, physical self-defense). The families whose children attended Uhuru Sasa Shule actually
helped to run the school and The East’s other components. Clothes and food drives enabled The
East to send caravans of assistance to local and national causes. Fundraisers, musical events,
lectures, poetry readings, art exhibitions and workshops, drama and dance performances breathed
life into The East’s Black Nationalist philosophy.
Events held at The East were no small matters. The East was widely known for drawing crowds
of thousands to hear lectures by H. Rap Brown, Kwame Ture (Stokely Carmichael) and Sundiata
Acoli, among others. Weekly music performances included local artists like Scoby Stroman
(known to Weusi since the days of Charles Morris’ newsstand) and Donna Cumberbatch, as well
as internationally-recognized jazz greats including Max Roach, Randy Weston and Betty Carter.
The East continued from 1969 to 1985, but its legacy will last indefinitely in the lives of those in
Brooklyn and beyond. North America’s largest African street fair, the International African Arts
Festival held annually at Boys and Girls High School, began as an African-themed community
block party held by The East. Churches, mosques, schools, day camps, social programs, and a
variety of collectives have successfully incorporated the model of collective work and economics
[6]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
7. exemplified by The East. Cultural calendars; greater awareness and celebration of Black
Solidarity Day, Kwanzaa and Black history month; widespread acceptance of African hairstyles
and clothing, are all attributable to individual, national, and local initiatives of which The East
was a major innovator. Overall, the community’s social consciousness was raised exponentially
by The East and similar institutions.
Cut Backs and Set Backs
The mid-1970’s marked an ideological backlash in America that came with it an era of funding
cutbacks of arts and cultural programs across the country. According to Weusi, a shift in values
occurred in which African Americans began to favor individual, rather than collective, growth.
The decline of the economy, inflation, and Bedford-Stuyvesant’s own loss of billions of dollars
in federal and state aid between the mid-1970’s and mid-1980’s were all factors that led to the
unfortunate demise of The East in 1985.
With the closing of The East, Weusi returned to teach for the Board of Education in 1986. His
return was not exactly a happy one, as it occurred amidst the “worst mud-slinging and
defamation of character” the city had ever known, acted out in public life and in the news media.
For Weusi, accusations in the press against school boards, community leaders, civic leaders and
community people were “calculated.” They were part of the nation-wide backlash against
progressive movements and community empowerment, and school boards – the formalization of
community power and input – were a prime target.
Weusi left the public school system again in 1988, but he returned again in 1991 and has
continued to work for the Board of Education to the present day. He has served as a Math Cluster
Head for District 17; Staff Developer for District 23, and currently as Assistant Principal in
District 13.
Anchor in the storm
By 2002, Jitu Weusi will have served as an educator in Central Brooklyn for 40 years. In an era
of social and educational decline, many are looking for someone or something to blame for the
failure of many of the city’s public schools. At the policy level, there is widespread discussion of
federally-imposed “standards”; privatization of public schools; increasing corporate
involvement, and a shifting of power back to top echelons and away from local communities.
It is in times like these when progressive Black educators like Weusi serve as anchors for our
troubled schools, providing a continuum, a sense of history, and a view of the larger picture of
the ongoing struggle for the education and futures of African American children. One of the most
positive aspects of his work, says Weusi, is the fact that he often works with students whose very
parents, and even grandparents, he has taught. Weusi shares a special bond with these families,
one that can only come with working with people over the years, watching them grow and have
children of their own, and knowing that you have played as important part in their development
[7]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch
8. as they have in yours. This is just how Weusi sees his community as a whole. An educator of
thousands of students, a social activist and cultural leader, and now co-founder of the Central
Brooklyn Jazz Festival, Jitu Weusi has worked to uplift and develop the cultural and social
awareness of the African American community of Central Brooklyn just as much as the
community has shaped him over the years. It is a relationship for which he is very grateful.
You can also do a search for related links in our Web Links section!
Related keywords:
“The East Legacy” by Jitu Weusi, at Kitabu: An online Webzine
National Black United Front
International African Arts Festival
Note: Written by Olufunmilayo Gittens
Photographs by Olufunmilayo Gittens
[8]
Activist and Educator Jitu Weusi | A Brief Biographical Sketch